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1 - 10 of 35 results for: PEDS ; Currently searching winter courses. You can expand your search to include all quarters

PEDS 144: Biosocial-Biocultural Perspectives on Disability in Education (EDUC 144B, EDUC 474B)

Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.
Terms: Win | Units: 1-3

PEDS 150: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 250)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in HUMBIO 122H. Undergraduates may enroll in PEDS 150. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

PEDS 199: Undergraduate Directed Reading/Research

Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aby, J. (PI) ; Addala, A. (PI) ; Agarwal, R. (PI) ; Almond, C. (PI) ; Alvira, C. (PI) ; Amieva, M. (PI) ; Anand, S. (PI) ; Anderson, C. (PI) ; Anoshiravani, A. (PI) ; Avila, J. (PI) ; Aye, T. (PI) ; Bacchetta, R. (PI) ; Balagtas, J. (PI) ; Bentley, B. (PI) ; Bernstein, D. (PI) ; Bernstein, J. (PI) ; Bhargava, S. (PI) ; Blankenberg, F. (PI) ; Blankenburg, R. (PI) ; Bonifacio, S. (PI) ; Browne, M. (PI) ; Buckway, C. (PI) ; Carlson, J. (PI) ; Carmichael, S. (PI) ; Castro, R. (PI) ; Ceresnak, S. (PI) ; Chamberlain, L. (PI) ; Chang, K. (PI) ; Chen, S. (PI) ; Cheng, A. (PI) ; Chinthrajah, S. (PI) ; Chiu, B. (PI) ; Cho, M. (PI) ; Chock, V. (PI) ; Cohen, R. (PI) ; Conrad, C. (PI) ; Contopoulos-Ioannidis, D. (PI) ; Cornfield, D. (PI) ; Czechowicz, A. (PI) ; DOSSANTOS, L. (PI) ; Darmstadt, G. (PI) ; Davis, K. (PI) ; Dorenbaum, A. (PI) ; Druzin, M. (PI) ; Dubin, A. (PI) ; Ebel, N. (PI) ; Egan, E. (PI) ; Enns, G. (PI) ; Feinstein, J. (PI) ; Feldman, H. (PI) ; Ford, J. (PI) ; Frankovich, J. (PI) ; Gans, H. (PI) ; Gawad, C. (PI) ; Gifford, C. (PI) ; Glader, B. (PI) ; Glasscock, G. (PI) ; Gloyn, A. (PI) ; Gomez-Ospina, N. (PI) ; Goodyer, W. (PI) ; Gould, J. (PI) ; Grady Jr., S. (PI) ; Grimm, P. (PI) ; Gruber, T. (PI) ; Haileselassie, B. (PI) ; Halamek, L. (PI) ; Halpern-Felsher, B. (PI) ; Harris, S. (PI) ; Hintz, S. (PI) ; Hong, D. (PI) ; Hood, K. (PI) ; Hsu, J. (PI) ; Huffman, L. (PI) ; Ismail, M. (PI) ; Jameson, S. (PI) ; Jeng, M. (PI) ; Joshi, S. (PI) ; Kache, S. (PI) ; Kapphahn, C. (PI) ; Kaufman, B. (PI) ; Kay, M. (PI) ; Kim, J. (PI) ; Kraus, E. (PI) ; Kumar, M. (PI) ; Kuo, C. (PI) ; LaBeaud, D. (PI) ; Lacayo, N. (PI) ; Lee, T. (PI) ; Leonard, M. (PI) ; Lewis, D. (PI) ; Lin, M. (PI) ; Link, M. (PI) ; Lock, J. (PI) ; Loe, I. (PI) ; Loutit, C. (PI) ; Lowe, J. (PI) ; Maahs, D. (PI) ; Magnus, D. (PI) ; Maldonado, Y. (PI) ; Manning, M. (PI) ; Maric, I. (PI) ; Mark, J. (PI) ; Marsden, A. (PI) ; Martschenko, D. (PI) ; Mathur, M. (PI) ; McCarty, J. (PI) ; McGhee, S. (PI) ; McNamara, N. (PI) ; Mellins, E. (PI) ; Milla, C. (PI) ; Misra, S. (PI) ; Nadeau, K. (PI) ; Nadimpalli, S. (PI) ; Namjoshi, S. (PI) ; Narla, A. (PI) ; Neely, E. (PI) ; Olson, I. (PI) ; Pageler, N. (PI) ; Park, K. (PI) ; Pasca, A. (PI) ; Patel, L. (PI) ; Peng, L. (PI) ; Pham, T. (PI) ; Phibbs, C. (PI) ; Porteus, M. (PI) ; Priest, J. (PI) ; Prober, C. (PI) ; Profit, J. (PI) ; Punn, R. (PI) ; Rabinovitch, M. (PI) ; Ragavan, N. (PI) ; Rajeshuni, N. (PI) ; Reddy, S. (PI) ; Rhine, W. (PI) ; Robinson, T. (PI) ; Rodriguez, E. (PI) ; Roncarolo, M. (PI) ; Rosen, M. (PI) ; Rosenthal, D. (PI) ; Roth, S. (PI) ; Russell, C. (PI) ; Sage, J. (PI) ; Sakamoto, K. (PI) ; Sanders, L. (PI) ; Scheinker, D. (PI) ; Schrijver, I. (PI) ; Schroeder, A. (PI) ; Shah, A. (PI) ; Shaw, G. (PI) ; Shaw, R. (PI) ; Shepard, E. (PI) ; Shin, A. (PI) ; Sibley, E. (PI) ; Sivakumar, D. (PI) ; Smith, A. (PI) ; Song, D. (PI) ; Spunt, S. (PI) ; Stevenson, D. (PI) ; Stuart, E. (PI) ; Sutherland, S. (PI) ; Tacy, T. (PI) ; Thienemann, M. (PI) ; Tierney, S. (PI) ; Wall, D. (PI) ; Wang, C. (PI) ; Weinacht, K. (PI) ; Weinberg, K. (PI) ; Wiryawan, B. (PI) ; Wise, P. (PI) ; Wong, C. (PI) ; Wu, S. (PI) ; Wusthoff, C. (PI) ; Yen, S. (PI)

PEDS 202B: Practical Applications for Qualitative Data Analysis

Terms: Win | Units: 3

PEDS 224: Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, JEWISHST 284C, JEWISHST 384C)

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win | Units: 3

PEDS 226: Famine in the Modern World (HISTORY 226E, HISTORY 326E)

Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win | Units: 3

PEDS 229: Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (EDUC 429, HUMBIO 122E)

Prerequisite: Must be a junior, senior, or graduate student to enroll. Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments. HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229 . Education students must enroll in EDUC 429.
Terms: Win | Units: 3

PEDS 231B: Writing and Storytelling Workshop for Clinical Students

This course is an intensive workshop for clinical students devoted to oral and written communication skills. Students receive instruction in the art and craft of storytelling for a variety of media from radio/podcast to print media. Sample of topics covered: methods for constructive self-editing; the art of interviewing; pitching creative work to agents and editors; writing craft for narrative nonfiction and personal essay; negotiating consent with subjects; communication about difficult topics; best practices for science and medical communication; and best practices for public speaking and live storytelling. The workshops are held off-campus. Enrollment limited to 30.
Terms: Win | Units: 1

PEDS 250: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 150)

Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in HUMBIO 122H. Undergraduates may enroll in PEDS 150. Graduate/Med Students should enroll in PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 3

PEDS 251A: Medical Ethics I

Required for Scholarly Concentration in Biomedical Ethics and Medical Humanities. The field of bioethics, including theoretical approaches to bioethical problems. Contemporary controversies and clinical cases. Values that arise in different situations and clinical encounters. Issues include: genetics and stem cell research, rationing, ethical issues in care at the end of life, organ transplantation issues.
Terms: Win | Units: 2
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